The primary objective of this research is to highlight effective strategies commonly used in teaching science subjects, particularly chemistry. It explores various teaching methods within the inquiry-discovery approach. Many scholars have acknowledged the benefits of inquiry-based learning, noting that pupils retain understanding better when they actively engage and apply what they learn. Additional benefits include improved student attitudes toward chemistry and increased interest, curiosity, and enjoyment of the subject. In contrast, the traditional direct-teaching method has often been criticized for fostering student disinterest, mainly due to monotonous lectures, excessive writing, limited hands-on activities, and an overreliance on whole-class instruction where students passively receive information. However, it is also important to note that teachers using the inquiry-discovery method must consider classroom organization, ensuring that seating arrangements support smooth transitions between activities. This is crucial for helping students understand the connections between different concepts. This study draws on previous research findings, classroom observations, and discussions with colleagues to assess a range of widely used strategies for teaching chemistry.
Ruchi Sharma (Thu,) studied this question.